teaching english literature - · pdf fileisbn 978 3 8252 2997 9 format (b x l): 15 x 21,5 cm...
TRANSCRIPT
Teaching English Literature
Bearbeitet vonEngelbert Thaler
1. Auflage 2008. Taschenbuch. 231 S. PaperbackISBN 978 3 8252 2997 9
Format (B x L): 15 x 21,5 cmGewicht: 360 g
Weitere Fachgebiete > Pädagogik, Schulbuch, Sozialarbeit > Schulpädagogik >Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
Zu Inhaltsverzeichnis
schnell und portofrei erhältlich bei
Die Online-Fachbuchhandlung beck-shop.de ist spezialisiert auf Fachbücher, insbesondere Recht, Steuern und Wirtschaft.Im Sortiment finden Sie alle Medien (Bücher, Zeitschriften, CDs, eBooks, etc.) aller Verlage. Ergänzt wird das Programmdurch Services wie Neuerscheinungsdienst oder Zusammenstellungen von Büchern zu Sonderpreisen. Der Shop führt mehr
als 8 Millionen Produkte.
UTB 2997
Eine Arbeitsgemeinschaft der Verlage
Böhlau Verlag · Köln · Weimar · WienVerlag Barbara Budrich · Opladen · Farmington Hillsfacultas.wuv · WienWilhelm Fink · MünchenA. Francke Verlag · Tübingen und BaselHaupt Verlag · Bern · Stuttgart · WienJulius Klinkhardt Verlagsbuchhandlung · Bad HeilbrunnLucius & Lucius Verlagsgesellschaft · StuttgartMohr Siebeck · TübingenC. F. Müller Verlag · HeidelbergOrell Füssli Verlag · ZürichVerlag Recht und Wirtschaft · Frankfurt am MainErnst Reinhardt Verlag · München · BaselFerdinand Schöningh · Paderborn · München · Wien · ZürichEugen Ulmer Verlag · StuttgartUVK Verlagsgesellschaft · KonstanzVandenhoeck & Ruprecht · Göttingenvdf Hochschulverlag AG an der ETH Zürich
StandardWissen Lehramt
Die Bände zur Didaktik des Englischen werden herausgegebenvon Engelbert Thaler
Bisher sind erschienen:
J. Ossner: Sprachdidaktik DeutschM. Fix: Texte schreibenU. Bredel: Sprachbetrachtung und GrammatikunterrichtR. W. Wagner: Mündliche Kommunikation in der SchuleA. Barsch: Mediendidaktik DeutschP. Marx: Lese- und Rechtschreiberwerb Gabriele Kniffka/G. Siebert-Ott: Deutsch als Zweitsprache
Der Autor:
Engelbert Thaler, Prof. Dr. phil. habil., ist Professor für die Didaktik der englischen Sprache, Literatur und Kultur an der Pädagogischen Hochschule Freiburg. Nach dem Lehramtsstudium arbeitete er 20 Jahre als Gymnasiallehrer für Englisch und Sozialkunde. Er habilitierte sich an der Ludwig-Maximilians-Universität München über offene Lernarrangements im Fremdsprachenunterricht. Seine Publikationen befassen sich neben literaturdidaktischen Themen u.a. mit mediendidaktischen Zugängen (Musikvideoclips im Englisch-unterricht, Film Based Language Learning), unterrichtsmethodologischen Fragen (offene und geschlossene Lernarrangements) und kulturkundlichen Aspekten (Fußball in Forschung und Fremdsprachenunterricht, Popular Culture). Thaler ist auch Herausgeber von Schulbüchern, Fachzeitschriften und Unterrichtsreihen.
Bibliografische Information der Deutschen NationalbibliothekDie Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar.
Gedruckt auf umweltfreundlichem, chlorfrei gebleichtem Papier (mit 50 % Altpapieranteil)
© 2008 Verlag Ferdinand Schöningh GmbH & Co. KG, PaderbornVerlag Ferdinand Schöningh GmbH & Co. KG, Jühenplatz 1, D-33098 PaderbornInternet: www.schoeningh.de
Schöningh ISBN 978-3-506-76486-7
Das Werk, einschließlich aller seiner Teile, ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfi lmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen.
Printed in Germany Einbandgestaltung: Atelier Reichert, Stuttgart auf Grundlage eines Entwurfes von Alexandra Brand und Judith KarweliesLayout: Alexandra Brand und Judith Karwelies
UTB-Bestellnummer: ISBN 978-3-8252-2997-9
Vorwort zur Reihe
StandardWissen Lehramt – Studienbücher für die Praxis
Wie das gesamte Bildungswesen wird sich auch die künftige Lehr-amtsausbildung an Kompetenzen und Standards orientieren. Damit rückt die Frage in den Vordergrund, was Lehrkräfte wissen und können müssen, um ihre berufliche Praxis erfolgreich zu bewältigen. Das Spektrum reicht von fachlichen Fähigkeiten über Diagnosekompetenzen bis hin zu pädagogisch-psychologischem Wissen, um Lehren als Unterstützung zur Selbsthilfe und Lernen als eigenaktiven Prozess fassen zu können.
Kompetenzen werden nicht in einem Zug erworben; Lehrerbil-dung umfasst nicht nur das Studium an einer Hochschule, son-dern ebenso das Referendariat und die Berufsphase. Die Reihe StandardWissen Lehramt bei UTB bietet daher Lehramtsstudie-renden, Referendaren, Lehrern in der Berufseinstiegsphase und Fortbildungsteilnehmern jenes wissenschaftlich abgesicherte Know-How, das sie im Rahmen einer neu orientierten Ausbildung wie auch später in der Schule benötigen. Fachdidaktische und pädagogisch-psychologische Themen werden gleichermaßen in dieser Buchreihe vertreten sein – einer Basisbibliothek für alle Lehramtsstudierenden, Referendare, Lehrerinnen und Lehrer.
Contents
Introduction
BASIS
Literature: What?
DefinitionsClassificationsSelection
Literature: Why? When? Where? What for?
RationaleLevelsPlacesObjectives
GOALS
Knowledge
Literary HistoryLiterary Theory
Skills
ReadingUnderstandingCreating
Attitudes
Enjoyment of literatureSense of qualityIntercultural awareness
0
14 1
Seite 14 1.1 17 1.2 18 1.3
23 2
Seite 23 2.1 27 2.2 28 2.3 31 2.4
34 3
Seite 34 3.1 37 3.2
47 4
Seite 47 4.1 53 4.2 55 4.3
63 5
Seite 63 5.1 68 5.2 70 5.3
8
GENRES
Shorties
Types of short narrative formsTeaching techniquesShort storyStorytelling
Novels
Classroom canonTypes of novelsReading approachesExploiting techniques
Poetry
Definition and statusTeaching optionsTypes of poetryPoetic devices
Plays
Long and short typesAnalysing dramaLearning by playing
Shakespeare
Shakespeare for allShakespeare’s timeShakespeare’s sonnetsShakespeare’s plays
78 6
Seite 78 6.1 87 6.2 91 6.3 96 6.4
100 7
Seite 100 7.1 102 7.2 104 7.3 107 7.4
115 8
Seite 115 8.1 117 8.2 122 8.3 129 8.4
137 9
Seite 137 9.1 141 9.2 145 9.3
151 10
Seite 151 10.1 155 10.2 157 10.3 160 10.4
Contents
9
ABOUT LITERATURE
Modern Media
Forms and functions Literature & musicLiterature & filmLiterature & Internet
Assessment
StandardsTest formatsCourse assessment
Suggested answers for the tasks
Bibliography
Register
168 11
Seite 168 11.1 169 11.2 174 11.3 181 11.4
189 12
Seite 189 12.1 191 12.2 196 12.3
Seite 202
Seite 220
Seite 229
Contents
12
Reading and literature play an important part in people’s lives – and that should be reflected in the English language classroom. Christine Nuttall may be right when claiming that “reading is like an infectious disease – it is caught, not taught”. But teachers can create the virus and, by providing a literature-rich environment, make it grow.
This book intends to help teachers in pursuing this task. As it is an introduction, it aims to look at all the main areas of teaching English literature in a user-friendly way, but does not dig too deeply into each field. English literature does not only mean the literature of England or the British Isles, but all literature written in the English language. The book consists of four parts, compris-ing 12 chapters, so that university teachers may – if they wish to – devote one weekly meeting to each chapter, covering the whole contents in one term. The first part (basis) tries to answer the questions of what literature is and why, when, where, and what for it should be taught in foreign language classrooms. The sec-ond part discusses the competences that our students should develop in literature classes (knowledge, skills, attitudes). The main genres, i.e. novels, plays, poems and also short narrative forms, are the focus of the third part. The final part goes further, exploring the relationship between literature and modern media and discussing ways of assessing students’ LCC (literary com-municative competence).
This book gives its adressees a brief and reader-friendly intro-duction to a new field of study. A didactically reflected structure, several graphical elements, concentration on the essential as-pects, and a – hopefully – clear style aim at giving the reader a quick and comprehensive survey of the new field. It is written for university students (and their teachers), practising teachers and everybody interested in helping young people to want to read.
In this book every chapter starts with an awareness-raising, pre-reading question, which often makes readers reflect on their own personal experiences, since teacher development and reflec-tive teaching need to take the (future) teacher’s learning biogra-phy into account. Moreover this book contains a lot of sample texts, which illustrate the argumentation and may stimulate the readers to try them out in their classes. The lesson plans for various levels are meant to serve the same purposes.
Intention andstructure
New type oftextbook
Introduction
1 Literature: What?
1.1 Definitions
How would you distinguish between a literary and a non-literary text?
“What is literature?” This question by the great French philoso-pher Jean-Paul Sartre has not been answered satisfactorily yet, although countless literary theorists have tried to do so. Every-body seems to have an intuitive understanding of the term litera-ture. Yet to be able to make a distinction between literary and non-literary texts, one needs some reliable categories.
A good starting-point may be the outstanding Russian linguist ROMAN JAKOBSON. Based on the six dimensions he postulates for the communication process, he distinguishes between six functions of language.
What is literature?
Functions oflanguage
Functions of language
Dimension Function Explanation
Addresser Emotive, expressive To convey one’s attitude towards the addressee (self-expression)
Addressee Conative To influence the attitudes of the addressee (persuasive addressing of recipient)
Message Poetic To refer reflexively to the form of the message (autotelic: having itself as its purpose)
Subject Referential To relate the message to reality (contextual information)
Contact Phatic to establish contact between addresser and addressee (channel of communication)
Code Metalingual To refer to the linguistic code (checking code working)
15
Based on Jakobson’s communication model, Nünning/Nünning developed a model of literary communication (2004:13). An author (addresser) produces a literary text (message), using the medium of writing (channel), and sending it to the reader (addressee, re-cipient). To understand the text, which – in aesthetically mediated form – refers to the historical and contemporary reality (context), the reader and the author must share a common language and some background knowledge (code). Several institutions (publish-ers, media, critics) act as mediators of literary works.
Model of literary communication
Definitions ofliterature
institution(mediation)
author(addresser)
reader(addresser)
realitycontext
medium (channel)
literary text(message)
code
Models like this put the literary text into a wider communicative context, but do not define what constitutes literature. Descriptive and normative definitions of literature can be found in encyclo-paedia, e.g. the Random House Dictionary lists seven different aspects:1. writings in which expression and form, in connection with ideas
of permanent and universal interest, are characteristic or essential features, such as poetry, novels, history, biography, and essays
2. the entire body of writings of a specific language, period, peo-ple, etc.: the literature of England
Literature: What?
16
3. the writings dealing with a particular subject: the literature of ornithology
4. the profession of a writer or author 5. literary work or production 6. any kind of printed material, such as circulars, leaflets, or
handbills: literature describing company products 7. Archaic.polite learning; literary culture; appreciation of letters
and books
This definition already suggests that one can distinguish between broad and narrow definitions of literature (GRABES 1981). In the broadest sense, literature comprises all forms of written com-munication, i.e. written, printed works. British literary histories such as the The Oxford History of English Literature, for example, also include essays, travel literature, pamphlets as well as semi-fictional or non-fictional text types like biographies and works of philosophy. Narrower definitions reduce the scope by focussing on various criteria, very often referring to the poetic and imagina-tive quality of literary texts. The criteria used, however, are subject to historic change and vary from one cultural context to another.
Against the background of broad and narrow definitions, McRae (1997) made a distinction between Literature with a capi-tal L and literature with a small l. Whereas the former consists of the classical texts of English literatures, such as those by Shake-speare, Dickens, Austen, the latter includes jokes, puns, graffiti, advertisements, newspaper headlines and other short forms not commonly cherished as ‘great’ works. McRae’s distinction en-courages the teacher to use texts which may not be of outstand-ing aesthetic quality (‘high-brow’ literature), but are motivating because they are short, easy or funny.
Two recurring criteria for differentiating between literary and non-literary texts are the relation of a text to reality and its ambigu-ity (polyvalence). In contrast to ‘referential texts’, “literature makes no claim to convey or represent ‘facts’” (Nünning/Nünning 2004: 16). The ‘fictionality’ (Latin fingere, to invent, form) of a text means that the setting (time, place, circumstances) and characters have been fabricated in the author’s mind. Therefore literary texts can-not be judged as ‘true’ or ‘false’, but rather ask the reader to accept this invented world (willing suspension of disbelief: Samuel Taylor Coleridge). And contrary to the explicitness and clarity of non-fic-
Broad and narrowdefinitions
Literature with a capital L and a
small l
Reality and ambiguity
Basis
17
tional texts, literary texts “allow for various interpretations, thanks to their internal ambiguities” (Nünning/Nünning 2004: 18). If a text has several potential meanings, teachers cannot insist on a single, binding interpretation, and readers / pupils are offered enough freedom to construct their own meanings and interpreta-tions.
1.2 Classifications
What genres of literature do you know?
Classifications are a helpful tool to structure and order the vast amount of texts. Some of the most important criteria for catego-rising literature in English (and other languages) are listed in the table below. It goes without saying that the boundaries between the various categories are fluid.
Literature in the English language
Nation English, Scottish, Irish, American, US-Ameri-can, Canadian, Australian, Indian, African etc.
Historical period Medieval, Elizabethan, Augustan, Romantic, Victorian etc.
Sociological Working-class, women’s literature
Age Children’s literature, young adult fiction
Genre Lyric, narrative, dramatic texts
Aesthetic evaluation High-brow vs low-brow literature, avant-garde, popular literature, pulp fiction
Sense of production Written, oral
Mode of writing Narrative, descriptive, argumentative, expository, dramatic, satirical
Media Printed text, oral literature, audio books, audiovisual, interactive formats, web-based
Relation to reality Realistic (mimetic) vs fantasy (anti-mimetic) literature
Conventionality Traditional, experimental, innovative literature
Criteria for classifications
Literature: What?
18
One of the most influential and helpful categories of these is genre. Genres are “constructs based on socio-cultural, literary and social consensus” (VOSSKAMP 1992: 256) and are character-ized by “generic features”, i.e. special characteristics to do with content, form, and function. An overview of literary genres with two levels, starting with the three main types (lyric, narrative, dramatic genres), is suggested by the following tree diagram.
Genres
The 3 C’s
Catalogues
son-net
ode lime-rick
free verse
novel short story
fable anec-dote
tra-gedy
com-edy
his-tory play
sketch
narra-tive texts
lyric
texts
dra-matic texts
lite-rary texts
1.3 Selection
According to what criteria are you going to choose a text for your class?
When reading literature in class, the first and foremost task is to select a suitable work of literature for one’s learners. The stu-dents’ motivation and the efficiency of the learning process de-pend to a large extent on the right choice of literature. The three C’s – catalogue, canon, criteria – can help in this important mat-ter of selection.
All publishing companies offer catalogues and brochures in which they inform the reading public about the books they have in stock. The publishers specialising in English language titles
Basis
19
usually list their books according to age or reading ability. They include short descriptions about the book, and browsing through these pages can give the teacher a lot of new ideas.
A canon is a list of books which are generally recognized as being the most important pieces of literature – artistically supe-rior examples known as classics. The English and American de-partments of many universities offer such canons on their homepages (e.g. Ludwig-Maximilians-Universität München: http://www.anglistik.uni-muenchen.de). In England, Education Secretary Alan Johnson and the Qualifications and Curriculum Authority (QCA) issued a list of recommended authors for the secondary curriculum in 2007:
QCA list of classic authors
Jane Austen, Elizabeth Barrett Browning, William Blake, Charlotte Bronte, Robert Burns, Geoffrey Chaucer, Kate Chopin, John Clare, Samuel Taylor Coleridge, Charles Dickens, Arthur Conan Doyle, George Eliot, Thomas Gray, Thomas Hardy, John Keats, John Masefield, Alexander Pope, Christina Rossetti, William Shake-speare (sonnets), Mary Shelley, Robert Louis Stevenson, Jonath-an Swift, Alfred Lord Tennyson, HG Wells, Oscar Wilde, Dorothy Wordsworth and William Wordsworth.
Such canons may serve as a guideline and a contribution to a well-rounded (British) education, but they also pose problems because it is hard to find a consensus on which works to include, and some people reject its prescriptive, imperative quality. More-over, the QCA list met with sharp criticism from teachers’ or-ganisations, who argued that teaching texts of such linguistic complexity to 11-14-year-olds, who are not yet ready for them, would be counter-productive and turn them off from classic au-thors. How much more complex must those classics seem to teenagers who learn English as a foreign language?
A third source of selection can be used by looking at certain criteria. The following list contains some of the most important guidelines grouped around school, teacher, learner and text.
Canon
Criteria
Literature: What?